Evaluating the Designed Materials
lecturer of English Education Study Program of Sanata Dharma University and an English instructor of Speak First course in Klaten. The evaluators gave judgments
whether the proposed a set of instructional materials was accepted or not. The Table 4.4 below describes the evaluators of the post design survey.
Table 4.4: The results of pre-design survey
Evaluators Educational Background
Teaching Experience in Years S1 S2 S3 Other
5 5-10 10-15 15
English teachers
3 1 2
English instructor
1 1
English lecturer
1 1
b. The Data Presentation of the Result
Since the questionnaire distributed to evaluate the materials consisted of closed-form and open form items, there are two kinds of data to be presented in
this section. The first data was presented in form of level of agreements as closed- form items. The number and degree of agreement are as follows.
1 = Strongly Disagree 2 = Disagree
3 = Agree 4 = Strongly Agree
Table 4.5 presents the data gathered in the closed-form questionnaire from the five evaluators. It shows points of agreement chosen by the participants for
each statement and the central tendency.
Table 4.5: Descriptive data of the respondent’s opinions on the designed materials
No Statements Central Tendency
N Mean
1. The syllabus on the designed materials is well formulated
and support the attainment of the competency standard and basic competence stated in School Based Curriculum.
5 3 2.
The topic of each unit accommodates the students’ need. 5
3.4 3. Section A Let’s Get Started encourages the students’
thinking to deal with the topic of each unit. 5 3.2
4. Section B Let’s Study helps the students’ understanding
of each unit of the designed materials. 5 3.2
5. Section C Write with Joy accommodates the students’
exercises to practice their writing skill. 5 3.2
6. Section D Sharpen Your Skill provides the students’ activities to improve their writing skill.
5 3.4 7.
The exercise level of difficulty is suitable to the eighth grade students of junior high school.
5 3.2 8.
The instructions given in each section are clear. 5
2.6 9.
The materials are appropriate with the learning purpose of English for the eighth grade students of junior high school.
5 3 10. The designed materials can support students’ learning
process in writing activity. 5 3
11. The designed materials provide students with enjoyable activities and exercises.
5 3.6 12. The materials are well-designed to the eighth grade students
of junior high school. 5 2.6
13. Mind mapping helps students arrange their writing. 5
3.4 14. Mind mapping is appropriate to develop the students’
writing skill. 5 3.4
15. The material layout is interesting. 5
3.6 Where: N
= Number of participants Mn
= Mean
It would be known whether the designed materials were accepted or not by counting the Mean. The measurement was classified as follows:
≤ 2.6 : the materials needed improvement 2.6 : the materials were acceptable
Meanwhile, the open form questionnaire consisted of four questions. The questions were to ask the evaluators’ opinion of the general comment, the
weaknesses, the strengths, and the suggestions or criticisms on the designed materials. The evaluators’ opinions are presented on the following explanation on
Tables 4.6, 4.7, 4.8, and 4.9. c.
The Evaluators’ General Comments on the Designed Materials In the distributed questionnaires, the evaluators provided comments on the
designed materials generally. The comments were presented on Table 4.6.
Table 4.6: General comments on the designed materials
Evaluators General Comments
1
st
Evaluator ¾ The designed materials are very good and very interesting
to attract the students’ attention in writing class. ¾ It is colorful. There are all kind of pictures and shapes.
2
nd
Evaluator ¾ This design is one of important things in learning writing
for students. It is applied to make the students’ activities easier than traditional model.
3
rd
Evaluator ¾ This is a very good design for eight grade students.
¾ This design can build the students’ interest in writing. ¾ It can help the students to make a good paragraph.
4
th
Evaluator ¾ The materials are interesting enough.
¾ The students will be encouraged to write because the materials guide them to write.
¾ The students’ knowledge is also broadened by the various topics.
5
th
Evaluator ¾ The designed materials have good layout.
¾ Mind mapping is a good choice of approach for writing.
d. The Evaluators’ Opinion of the Weaknesses on the Designed Materials
The evaluators found some weaknesses on the designed materials. Table 4.7 provided evaluators’ opinion of the weaknesses on the designed materials.
Table 4.7: Weaknesses on the designed materials
Evaluators Weaknesses
1
st
Evaluator ¾ The topic describing places on section D is quite wide for
the students of SMPN 1 Kalikotes Klaten. 2
nd
Evaluator ¾ The designed materials are lack of examples.
3
rd
Evaluator ¾ Mind mapping is a new media for the eighth grade students.
It will take a long time for students to analyze the sub topic of the mind mapping.
4
th
Evaluator ¾ There are some high language focus on the instruction and
questions. ¾ The vocabulary has not been discussed on each topic
because some of them are quite difficult to be understood by eighth grade students.
¾ Some mind mappings are not well-ordered. 5
th
Evaluator ¾ There are many grammatical mistakes on the designed
materials.
e. The Evaluators’ Opinion of the Strengths on the Designed Materials
The open questionnaires also asked about the strengths on the designed materials. The evaluators wrote the strengths on the designed materials. The
evaluators’ opinion can be seen on Table 4.8.
Table 4.8: Strengths on the designed materials
Evaluators Strengths
1
st
Evaluator ¾ The materials are easy to understand and interesting for the
eighth grade students of SMPN 1 Kalikotes Klaten. ¾ The themes build the students focus on the topic.
2
nd
Evaluator ¾ The teacher can reach the goals of the basic competences
when applying this material as the text book for students. 3
rd
Evaluator ¾ Mind mapping is going to help students make the outline of
a paragraph.
¾ Mind mapping is able to organize the students’ thinking to write paragraphs.
4
th
Evaluator ¾ The designed materials have an interesting topic.
¾ The examples cover the students’ information on each topic.
¾ The designed materials provide some well-ordered mind mappings.
¾ The designed materials sharpen the students’ understanding on the paragraph content.
5
th
Evaluator ¾ The layout is easy to read.
¾ The use of mind mapping can help the students expand their writing content.
f. The Evaluators’ Suggestions or Criticisms on the Designed Materials
The evaluators gave positive suggestions and constructive criticisms on the designed materials according to their on ways of thinking. Table 4.9 provides
the evaluators’ suggestions and criticisms for the designed materials.
Table 4.9: Suggestions and criticisms for the designed materials
Evaluators Suggestions or Criticisms
1
st
Evaluator ¾ The evaluators suggested change the choices on section D
of describing places with the tourism places around the students’ environment.
2
nd
Evaluator ¾ It is better to apply the topics or the themes related to the
students’ life. ¾ The writer may provide more examples in each unit.
3
rd
Evaluator ¾ The section C is lack of exercises. Add more on it.
4
th
Evaluator ¾ The topics should relate to the students’ life.
¾ This material should discuss or write the difficult vocabularies to make the students easy get more
understanding of the lesson. ¾ The mind mappings should use the same color on the same
branch so the students will not get confused. ¾ The students should not have a clue in some mind mapping
exercises on section C. Let the students complete their own mapping by the form given.
Evaluators Suggestions or Criticisms
5
th
Evaluator ¾ The grammatical mistake should be revised and improved
to make the designed materials acceptable.